Comparative Study On The Mainland And Taiwan Basic Education Curriculum Reform Policy Since The New Century

In the beginning of the new century, the Chinese mainland and Taiwan entered anew period of the basic education curriculum reform at the same time. MainlandChina began to implement a new round of basic education curriculum reform since2001, Taiwan also implemented the "nine year joint curriculum reform in2001. Thecurriculum reform of the mainland and Taiwan have been developed from theexperimental stage to the comprehensive implementation, and have run a round inprimary and secondary schools. Contrast, analysis the Chinese mainland and Taiwanbasic education curriculum reform policies in the concept, content, implementationstrategies and other aspects of the similarities and differences; Think about theexperience and the enlightenment has the very vital significance on the mainland’sbasic education curriculum reform.This study divided into four chapters. The first chapter describes the reason oftopic selection, purpose, significance and methods, and made a definition for the keywords of this article;also combed the mainland and Taiwan curriculum reform policies,the connotation of curriculum policy, value, power, contrast and reference, etc werereviewed. The third chapter of the curriculum reform of two policy background, idea,contents and implementation strategies the concrete refining and summarized, andanalyses the more detailed comparative analysis. The fourth chapter on the basis ofcomparison and analysis is discussed for basic education course reform mainlandperfect policy enlightenment. The main conclusions of the study are as follows:Firstly, China’s mainland and Taiwan since the new century of curriculum reformpolicies have deep realistic background, and have much in common: such as thecurriculum reform is the two new age worldwide education curriculum reform basicpart of the wave; And are for the original course of all kinds of defects such asimprovement. However, in the specific situation of the reform, there is also somedifferences, reflect the social education and the development of their differentcharacteristics.Secondly, the Chinese mainland and Taiwan in the new curriculum concept, are humanism and postmodernism, constructing socialist, etc. Various kinds of theinfluence on the theory of, but in their course are embodied in the policy is different.Thirdly, in the course of the policy content aspect, the mainland and Taiwan inthe course of the program for the overall framework, course target, the coursestructure, curriculum evaluation, curriculum management policy on the specificcontent, there are many common, but because respective curriculum reform ofdifferent policy foundation, the two policy content of gravity and the innovationextent is different.Fourthly, in the implementation of the policy of curriculum reform, the mainlandand Taiwan is using propaganda and the mobilization, teacher training, the revision ofthe policy, power distribution of the adjustment strategy for curriculum policiessmooth and effective implementation of the escort. But in the course ofimplementation strategy policy practice and theoretical model also exist similaritiesand differences.Fifthly, in order to ensure the new course of promoting continuously, themainland should continue to improve the basic education course reform policy:further strengthen the study of the theory of the curriculum policies; Continuouslyrevised and improved curriculum policy content; And pay attention to construct andperfect the security policy course of the effective implementation of the reasonablestrategy.This study tries to mainland and Taiwan foundation education curriculum reformpolicy, the comparative studies between analysis of the curriculum reform policy, andput forward the security policy of the effective implementation of the last severalthinking, both for the current of the foundation education curriculum reform ofreference.